Implicit and Explicit Knowledge in Second Language Learning, by Rod Ellis, Shawn Loewen, Catherine Elder, Rosemary Erlam,

By Rod Ellis, Shawn Loewen, Catherine Elder, Rosemary Erlam, Jenefer Philp, Visit Amazon's Hayo Reinders Page, search results, Learn about Author Central, Hayo Reinders,

Implicit/ specific wisdom constitutes a key contrast within the research of moment language acquisition. This ebook studies a venture that investigated methods of measuring implicit/explicit L2 wisdom, the connection among the 2 sorts of wisdom and language skillability, and the influence that kinds of form-focused guide had on their acquisition.

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Additional info for Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching (Second Language Acquisition)

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Lee (2004) summarized research based on this approach, in order to identify the neural mechanisms and pathways involved in implicit learning. She identified a major role for the basal ganglia. Crowell (2004) discussed studies that showed the role played by the hippocampus in explicit knowledge. Tokowicz and MacWhinney (2005: 174), in a study that employed EEG, found that ‘learners are able to implicitly process some aspects of L2 syntax even in the early stage of acquisition’. Our understanding of the processes and products of implicit and explicit learning will be best enhanced by studies that employ a combination of these approaches.

Explicit instruction involves ‘some sort of rule being thought about during the learning process’ (DeKeyser, 1995). In other words, learners are encouraged to develop metalinguistic awareness of the rule. e. e. by assisting learners to discover the rule for themselves from data provided). Explicit instruction, therefore, necessarily constitutes direct intervention. 1. 1. This account of implicit and explicit instruction distinguishes different types of the two kinds of instruction. Implicit instruction can take the form of task-based teaching where any attention to linguistic form arises naturally out of the way the tasks are performed.

A couple of examples of studies that have compared the relative effects of the two types of instruction on learning will illustrate the differences involved. Doughty (1991) (in the study briefly considered earlier) compared the effects of ‘meaning-oriented instruction’ and ‘rule-oriented instruction’ on the acquisition of relative clauses by 20 intermediate-level ESL students from different language backgrounds. The materials consisted of computer-presented reading passages, specially written to contain examples of clauses where the direct object had been relativized.

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